The Art of Teaching Science: A Reconnaissance Chapter 1 The Art of Teaching Science: A Reconnaissance

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<ul><li> Slide 1 </li> <li> The Art of Teaching Science: A Reconnaissance Chapter 1 The Art of Teaching Science: A Reconnaissance </li> <li> Slide 2 </li> <li> The Art of Teaching Science: A Reconnaissance How to Read This Chapter This chapter offers a reconnaissance of the secondary science teaching profession. You might get the most out of this chapter by skimming the main sections, and then coming back to deliberately move through the chapter. Concepts and activities in this chapter will help you construct an understanding of science teaching based on your past and present experiences with school science. </li> <li> Slide 3 </li> <li> The Art of Teaching Science: A Reconnaissance Introduction Review the four parts of the Art of Teaching Science, and select one chapter from that part of the book. Preview content by looking over the main headings. Identify the Inquiry Activities in the chapter and examine one of them in depth. What is the essence of the activity? Note the elements contained in the Science Teaching Gazette section of the text and companion website. Which of the following elements did you find? Science teacher talk; Research matters column; Science education literature; Problems and extension; International connections; Readings; On the web. What is the point of the chapter? </li> <li> Slide 4 </li> <li> The Art of Teaching Science: A Reconnaissance </li> <li> Slide 5 </li> <li> Invitations to Inquiry What are your current views about science teaching? How do these compare with the views of experienced science teachers? In what ways might science teaching be an art? Do you think that there is artistry to teaching? What are some major conceptual ideas about science teaching? Why do you want to be a science teacher? What is science and what are some of the important characteristics of science? Is inquiry teaching a valid method in secondary science classrooms? What fosters scientific inquiry? Do scientists and students represent two cultures? If so, how can these two cultures be bridged? What are the characteristics of an effective science teacher? </li> <li> Slide 6 </li> <li> The Art of Teaching Science: A Reconnaissance Chapter 1 Map </li> <li> Slide 7 </li> <li> The Art of Teaching Science: A Reconnaissance Case to Consider: A First Year Teachers Dilemma Read the chapter 1 Case Joan, a beginning teacher, disagrees with the department chairs position that kids are like scientists. What are the pros and cons of this position? What do you think? Who do you agree with? Are kids just like scientists? </li> <li> Slide 8 </li> <li> The Art of Teaching Science: A Reconnaissance The Artistry of Teaching Teaching is professional artistry Professional artistry is inherently related to human imagination and creativity and ones willingness to experiment and play Developing professional artistry suggests that teachers need to develop their own knowledge claims about teaching and learning rather than simply adopting the knowledge claims of others </li> <li> Slide 9 </li> <li> The Art of Teaching Science: A Reconnaissance The Artistry of Teaching: Questions Is teaching professional artistry? How is teaching related to human imagination and creativity? What forms of creativity might you express as a science teacher? </li> <li> Slide 10 </li> <li> The Art of Teaching Science: A Reconnaissance Core Ideas of Science Teaching Stewards of student learning Pedagogical content knowledge specialist Facilitators of student learning Lifelong learners and inquirers into ones own teaching Members of a community of practice </li> <li> Slide 11 </li> <li> The Art of Teaching Science: A Reconnaissance Inquiry 1.1: Initial Ideas about Teaching Select randomly one of the themes in Table 1.1, e.g. The Nature of Science, Inclusion, Goals, etc. Print the next slide, cut it into the twelve themes, &amp; select themes randomly. Read the associated Problem Situation for the theme. Use the the leading questions to assess your initial ideas. How do your initial ideas compare with other students in your class? the core ideas discussed earlier? How were your initial ideas challenged in this activity? </li> <li> Slide 12 </li> <li> The Art of Teaching Science: A Reconnaissance Conceptual Themes Nature of Science InclusionGoals CurriculumLearningModels PlanningAssessingStrategies Management &amp; Facilitation Science, Technology, Society Technology </li> <li> Slide 13 </li> <li> The Art of Teaching Science: A Reconnaissance Science Teaching Career Choice Interest in subject matter Abilities are well suited to teaching Opportunity to work with young people Contribute to the betterment of society </li> <li> Slide 14 </li> <li> The Art of Teaching Science: A Reconnaissance Inquiry 1.2 Microteach: Reflective Teaching Objective: What do you want students to learn? Assessment: How will you know if students have learned? Activity: What will students and you do in the lesson? </li> <li> Slide 15 </li> <li> The Art of Teaching Science: A Reconnaissance Wisdom of Practice: Science Teachers Talk Select one teacher and use the companion website to find some of their insights. What can you discern about this teachers beliefs about science teaching? How does the teachers view compare with yours? </li> <li> Slide 16 </li> <li> The Art of Teaching Science: A Reconnaissance Nature of Science Teaching Try and recall one or more of your favorite teachers. What was it about them that made them memorable? With your team, use your ideas to make a list of the characteristics of these favorite teachers. Uses examples-live and otherwise Brilliant- knowledge of teaching Knowledge of history of science Multiple ways to communicate Stories- real life connections Open inquiry-student exploration Hands on Long term projects Project based Respect for students- disposition Enthusiasm Sample list:* * List generated by students at Georgia State University </li> <li> Slide 17 </li> <li> The Art of Teaching Science: A Reconnaissance What is science? engaging with the unknown is irresistibly exciting. Lisa Randall We do not know what the rules of the game are; all we are allowed to do is to watch the playing. Richard Feynman </li> <li> Slide 18 </li> <li> The Art of Teaching Science: A Reconnaissance Aspects of Science Courage Problem Solving &amp; the Human Mind Human Values Democracy Read any of the above sections &amp; discuss how the aspect was exhibited by a scientist. </li> <li> Slide 19 </li> <li> The Art of Teaching Science: A Reconnaissance Inquiry Activity 1.3 Surveying Students Views of Science Method 1: Analyzing students essays Method 2: Analyzing students drawings of scientists Method 3: Analyzing the results of a questionnaire </li> <li> Slide 20 </li> <li> The Art of Teaching Science: A Reconnaissance Draw-a-Scientist How can you investigate students views of the nature of science using drawings as your data? Plan a brief investigation and carry it out. Summarize and report your results in the form of a poster report. </li> <li> Slide 21 </li> <li> The Art of Teaching Science: A Reconnaissance Inquiry Outcomes Understanding of scientific concepts Appreciation of how we know what we know in science Understanding the nature of science Skills to become independent inquirers Disposition to use skills, abilities &amp; attitudes associated with science Based on the NSES Standards </li> <li> Slide 22 </li> <li> The Art of Teaching Science: A Reconnaissance Inquiry Abilities Identify questions &amp; concepts that guide science investigations Design &amp; conduct scientific investigations Use technology &amp; mathematics Formulate &amp; revise scientific explanations and models using logic and evidence Recognize and analyze alternative explanations and models Communicate and defend a scientific argument Based on the NSES Standards </li> <li> Slide 23 </li> <li> The Art of Teaching Science: A Reconnaissance Variations on Inquiry DefinitionRole of TeacherRole of StudentClassroom Example Guided inductive inquiry Unguided inductive inquiry Deductive inquiry Problem solving Work with a team &amp; complete the chart </li> <li> Slide 24 </li> <li> The Art of Teaching Science: A Reconnaissance Life Beyond Inquiry Cooperative and Collaborative Learning Groups of students work together to solve problems and complete learning tasks Direct/Interactive Teaching Teacher-directed instruction remains learner-centered by promoting dialogue and student interest </li> <li> Slide 25 </li> <li> The Art of Teaching Science: A Reconnaissance Scientists &amp; Students: Two Cultures? Make lists of characteristics of scientists and students; Are there two cultures? What are the implications for teaching? </li> <li> Slide 26 </li> <li> The Art of Teaching Science: A Reconnaissance The Students We Teach: Who are They How can science teaching contribute to the development of adolescents? How can science teaching foster the development of healthy persons with positive self-concepts? How can I share my enthusiasm for science with my students? </li> <li> Slide 27 </li> <li> The Art of Teaching Science: A Reconnaissance Effective Teachers Clarity Variety Task orientation On-task behavior Success rate Using student ideas Instructional set Questioning Enthusiasm </li> <li> Slide 28 </li> <li> The Art of Teaching Science: A Reconnaissance More than words Read Dr. Richard Feynmans article, Science is not words. How does Feynmans view of science stack up with your views? Is this a practical view that might be applied to teaching? Follow-up with a visit to a Feynman Site: http://www.amasci.com/feynma n.html http://www.amasci.com/feynma n.html </li> <li> Slide 29 </li> <li> The Art of Teaching Science: A Reconnaissance Interview a Teacher Interview a science teacher, using one or more of the questions used to interview the teachers for the Wisdom of Practice section of this book. Select from interview questions provided in chapter 1 of the companion website. Report your results on the net, and discuss in class. </li> <li> Slide 30 </li> <li> The Art of Teaching Science: A Reconnaissance Problems and Extensions What must one know to be an effective science teacher for adolescents? How does your notion of science compare to that of Bronowski, Feynman, Polyani, Randall, &amp; Sagan? In what ways can imagination be part of the secondary science classroom? </li> </ul>